How Do I Know If They Learned Anything? Evidence-Based Learning and Reflective Teaching in a First-Year Learning Community

Abstract

This case study illustrates the application of O’Brien’s (2008) Scholarship of Teaching and Learning (SoTL) Compass in the revision of curriculum to improve student learning in a first-year student Learning Community at the University of Kansas (KU). This linked course Learning Community consists of a first-year orientation seminar taught by a librarian and a first-year Geology course taught by a Geology professor. Learning Communities at KU are designed to provide first-year students with high-impact educational experiences (Kuh, 2008), including experiential learning, teamwork and problem-solving, as well as teaching students information literacy skills. These goals are met through an integrated assignment that assesses the transfer of skills, connection to experience and discipline, teamwork, reflection, self-assessment, and the application of information literacy skills.